Investigating a Deep Breathing Intervention to Promote Mental Health in P-12 Schools

Autor/inn/en	Robertson, Adrianne; Mason, E. C. M.; Placeres, Vanessa; Carter, Hannah
Titel	Investigating a Deep Breathing Intervention to Promote Mental Health in P-12 Schools
Quelle	In: Psychology in the Schools, 60 (2023) 8, S.3056-3072 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mason, E. C. M.) ORCID (Placeres, Vanessa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22908
Schlagwörter	Preschool Education; Elementary Secondary Education; Mental Health; Intervention; Trauma; Trauma Informed Approach; Student Needs; Program Implementation; Program Effectiveness; Human Body; Stress Management; Relaxation Training; Health Promotion; Student Reaction; Student Experience + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Psychohygiene; Menschlicher Körper; Stressmanagement; Stressbewältigung; Entspannungstraining; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Schülerkritik; Studienerfahrung
Abstract	Mental health factors can impact student academic performance and success. Student mental health concerns such as depression and anxiety and are a growing concern within P-12 school systems. The dual pandemics of COVID-19 and racial injustice have increased concerns about student mental health and exacerbated existing traumas particularly for students from marginalized populations. Trauma-informed interventions that promote mental health in schools may be useful. Researchers utilized Consensual Qualitative Research to identify student mental health needs and outcomes for the implementation a deep breathing intervention in several schools in a large metropolitan city. The reasons for implementation, anticipated outcomes, reactions to intervention, perception of impact, and related personal experiences, as well as implications for practice and research, are all discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01